The Reggio Approach

7-1113tm-vector2-3715A Reggio Emilia Inspired School

The Reggio Emilia Approach originated in the town (and surrounding areas) of Reggio Emilia in Italy out of a movement towards progressive and cooperative early childhood education.

It is unique to Reggio Emilia. It is not a method. There are no international training colleges to train to be a Reggio Emilia teacher. Outside of the town of Reggio Emilia, all schools and preschools (and home schools) are Reggio-inspired, using an adaptation of the approach specific to the needs of their community.

This is important, as each student, teacher, parent, community, and town are different. No two Reggio-inspired communities should look the same, as the needs and interests of the children within each community will be different.

Typically the Reggio Approach is applied to preschools and early childhood settings but we think, with an understanding of the general principles, this inspiring child-led approach can be adapted to the home as well.

The Reggio Approach Views Children as Competent Individuals

In Reggio Schools parents should expect to see:

  • An emphasis on respecting each other, ideas and the environment.
  • Curriculum dictated by the interest of the child rather than the calendar.
  • Children, parents and teachers partnering in planning projects.
  • A School environment modeled after the home to promote a natural family feeling.
  • Children remaining with the same teachers and peer group for more than a school year. Allowing the child to create stronger bonds with teachers and peers, increasing the time for learning.

Reggio environments are safe, nurturing and creative atmospheres designed for exploration and learning: A safe place of high expectations.

Four Key Reggio Ideas:

  1. Interdependence of teacher, parent, & child
  2. Competent Children – focusing on potential
  3. The power of environment
  4. Teachers as Partners in co-construction of knowledge.

A Reggio School Incorporates:

  • Strong Alliances with families.
  • Believing in competent children who have the right to outstanding care and education.
  • Environments that inform and stimulate the individual child.